Classroom use of the art print.

Classroom use of the art print. [ILLUSTRATION OMITTED] Martiros Saryan Martiros Saryan (Armenian: Մարտիրոս Սարյան) (28 February O.S. 16 February] 1880 — 5 May 1972) was a Russian-born Armenian painter. (1880-1972). Street in Constantinople at Midday,1910. Tretyakov Gallery The State Tretyakov Gallery (Russian: Государственная Третьяковская , Moscow, Russia. THINGS TO KNOW Martiros Saryan was born in Russia to a farming family. He was theseventh of nine children. According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. the artist, his childhood daysspent in the countryside observing nature sparked an interest in color,light and the beauty of the natural world, all of which are evident inhis paintings. He attended grammar school and completed his studies atthe age of 15, after which he moved to Moscow to attend art school. Hetraveled through Turkey, Egypt and Iran, and lived in Paris for twoyears before settling in Armenia, then a part of the Soviet Union. Heexhibited in Moscow and in Europe. Over the course of his life, he devoted the majority of his time topainting images of the Armenian people For people living in Armenia, see Demographics of Armenia. The Armenians (Armenian: Հայեր, Hayer and countryside, giving him themoniker (1) A name, title or alias. See alias.(2) A COM object that is used to create instances of other objects. Monikers save programmers time when coding various types of COM-based functions such as linking one document to another (OLE). See COM and OLE. "national artist." Text from his Web site states,"In the beginning of the 1910s, Saryan was a bold innovator, whobrilliantly united artistic traditions of the East with the newachievements of the 20th-century European painting." This is the same year that this month's Art Print was created,marking the artist's arrival at a style characterized by broad flatareas of color not of the white race; - commonly meaning, esp. in the United States, of negro blood, pure or mixed.See also: Color and a simplification of form, similar to the Fauves. Saryan's work is distinguished primarily by his use of color.His greatest influences were Paul Gauguin and Henri Matisse, two of thegreatest colorists of modern art. Saryan's near obsession withcolor is evident in his paintings, and also in his writings, withstatements such as: "Colors, just like people, have a uniqueindividuality which must be respected. Colors used for a painting shouldbe like soloists in a band and not like choristers. What sort ofpleasure is it to see a faceless crowd instead of separate interestingfaces? If the natural color of an object is, for instance, blue, andcolor correlations of the painting require it to be red (or any othercolor), then it is possible to transform it to red." In this month's Art Print, Street in Constantinople at Midday(1910), the artist employs two complementary shades (brick red and cyan)in fiat, broad spaces. Like Matisse and Gauguin, he often used black tooutline or emphasize form. Although born in Russia to Armenian parents, Saryan spent most ofhis life living within the Soviet Union. His apolitical a��po��lit��i��cal?adj.1. Having no interest in or association with politics.2. Having no political relevance or importance: claimed that the President's upcoming trip was purely apolitical. subject matter,landscapes that celebrated and often generalized the Armeniancountryside, portraits and still-life were non-questioning of the Sovietgovernment and thus acceptable to the Kremlin. Saryan was something of anational hero during his lifetime, and remains so to this day. TheMemorial Museum of Martiros Saryan, in Yerevan, is a popular Armeniantourist destination. (See www.saryan.am/eng/index.html.) THINGS TO DO * Primary. Young children will most likely connect to thesimplicity of Martiros Saryan's Street in Constantinople at Midday(1910). Point out to students how Saryan constructed the picture withfour triangles (the street, the sky and the buildings on the verticalsides of the canvas). Trace your finger along these spaces to emphasizethe triangular forms. Point out how the lines of the street converge at the top of thetriangle, which creates the illusion of distance. Give students theopportunity to draw a street scene based on the art print, using basiclinear perspective to create a street or road, with visual informationon either side (buildings, landscape, etc.), and sky in the distance. * Elementary. Martiros Sarayan believed that color was the mostimportant element of art. In this month's Art Print, the artistrestricted his palette to two complementary shades (terracotta andcyan), tempered by neutral grays. Give students the task of creating acityscape (company) CityScape - A re-seller of Internet connections to the PIPEX backbone.E-Mail: <sales@cityscape.co.uk>.Address: CityScape Internet Services, 59 Wycliffe Rd., Cambridge, CB1 3JE, England. Telephone: +44 (1223) 566 950. or street scene using a limited palette of two complementarycolors and one neutral tone. * Middle School. On a world map, point out the country of Turkeyand the city of Istanbul. Share with students that Istanbul is anancient city that used to be known as Constantinople, named after theRoman Emperor Constantine. Share the Art Print with students, informingthem that the artist painted this picture after traveling throughTurkey. Ask students to describe how the artist depicted midday (shortshadows). To continue this lesson, plan a day to take your studentsoutside to observe midday shadows on a cloudless day. Students cansketch the scene, paying attention to how the overhead light affects thelength of the shadows. To further extend this lesson, challenge studentsto compose a sketch or painting of their own street during midday. * High School. Martiros Saryan was influenced by thePost-Impressionist paintings of Paul Gauguin (1848-1903) and the Fauvist fau��vism?n.An early-20th-century movement in painting begun by a group of French artists and marked by the use of bold, often distorted forms and vivid colors. compositions of Henri Matisse (1869-1954), admiring their intense,courageous use of color. Give students time to study images of these twoimportant artists, and compare their bodies of work to the work ofSaryan (see Web sites listed below). Give students time to make anddiscuss stylistic connections. As a final project, students can create apainting incorporating the characteristics of these three innovativecolorists. * www.artcyclopedia.com/artists/gauguin_paul.html * www.artcyclopedia.com/artists/matisse-henri.html * www.arrnsite.com/painters/saryan/ * www.saryan.arn/eng/collection.html. Go to artsandactivities.com and click on this button for a links toWeb sites mentioned in or related to this article.